Boner, Marie

Boner, Marie

Unique reference number (URN): EY349090 Address: 6 Salcombe Drive, Liverpool, Merseyside, L25 0LZ Type: Childminder Registered with Ofsted: 27/02/2007 Registers: EYR, CCR, VCR Registered person: Boner, Marie

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children consistently make strong progress across all areas of learning and development. This includes children with barriers to their learning or those the childminder is making adjustments for in her provision. Children are very well prepared for their future learning and transition into school. Children's communication and language skills, including children with English as an additional language, develop well from their different starting points. They confidently express their ideas and engage in meaningful conversations.

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Achievement Strong standard

Children develop high levels of curiosity and concentration as they focus their attention in different activities. Children develop resilience and perseverance as they complete science experiments over time and use their early mathematical skills to problem solve. Children develop independence and thrive on praise from the childminder. Children work independently and achieve together in planned activities and in daily routines, such as snack time and tidying up. Children learn to be kind and helpful, developing positive social skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children's positive behaviour through well-established routines and by promoting regular attendance, while considering children's individual needs. Children stay consistently motivated to learn. The childminder knows her children very well and builds secure, trusting relationships that give children the confidence to explore.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently promotes children's self-care and independence, creating confident, enthusiastic learners. For example, young children follow familiar routines to set out the table for lunch and wash cups after snack. They quickly learn the independence skills they need for dressing themselves for outdoor play. Older children help younger children by modelling how to use equipment and creating learning resources to extend their play. Trusting relationships with the childminder gives children a sense of belonging and confidence to learn independently and assess and take managed risks for themselves in the secure setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high standards that children understand, so they behave consistently well and listen attentively. Children are kind and gentle with each other's feelings and demonstrate an understanding of respect for one another. This approach enables children to deepen their knowledge of empathy and understanding of diversity. Relationships are calm and harmonious with the childminder skilfully helping children to express their feelings. As a result, children feel safe, respected and motivated to engage fully in their learning.

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Children's welfare and wellbeing Strong standard

The childminder prioritise children's welfare and wellbeing throughout the setting. She has a secure understanding of children's individual needs and adapts routines to support children's independence. For example, induction is planned carefully to ensure the settling- in periods for younger children will help them feel safe and enables their families to receive bespoke support.

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Children's welfare and wellbeing Strong standard

The childminder consistently models good manners and hygiene practices. Care routines are sensitively embedded and support children's individual needs. Children's opinions are highly valued. The childminder encourages all the children to make their own choices, and share their ideas and aspirations. Healthy choices are positively promoted and the childminder encourages physical activity through daily outdoor play and highly enriching experiences, including cooking and gardening in the herb garden These activities support children's physical development and wellbeing.

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Children's welfare and wellbeing Strong standard

Children learn to challenge themselves, for example, on trips to the park, they test out different ways to balance and land safely from large equipment. The childminder maintains effectively a flexible approach to supporting children and families during change. Since the last inspection, she has adapted timetables and developed new resources to support engagement in attendance, learning and wellbeing. She has established consistent routines and safe spaces effectively that help children learn to cope with their emotions. This strong sense of emotional security enables children to engage and thrive.

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Curriculum and teaching Strong standard

The childminder understands the quality of the curriculum and teaching. The ambitious well- sequenced curriculum meets all areas of children's learning and development. She creates imaginative experiences that spark curiosity and deepens learning. For example, during a small-group activity to rescue toy animals, she focuses children's attention on key vocabulary and enhances mathematical skills. Children excitedly sort, compare and count as they show perseverance and save the animals from the snow and ice in a tray. She checks children's learning, purposefully building on what children already know and can do. The childminder consistently models the meaning of new words to widen children's vocabulary.

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Curriculum and teaching Strong standard

The childminder reviews the environment regularly, ensuring it reflects children's interests. She skilfully enables children to take appropriate risks in their play, such as using real tools during gardening. She provides clear guidance and model safe practices, so children understand and learn how to manage risks independently. This builds children's confidence, resilience and physical skills, including strength, coordination and balance.

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Curriculum and teaching Strong standard

The childminder links outdoor trips to the children's learning and follow up activities develop recall, decision-making and problem-solving. She consistently weaves mathematical ideas into play and daily routines, helping children gain confidence and enjoy using mathematical language. The childminder is trained to deliver targeted teaching that addresses gaps in children's learning effectively. These personalised experience ensure all children are successfully supported to achieve.

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Inclusion Strong standard

The childminder knows the children very well and is passionate about embedding inclusive practice across the setting. She is aware of children's differences, their circumstances and any emerging needs. This means she can act quickly to identify and respond to any possible barriers to children's learning and development. This well-established practice gives children, including children with barriers to their learning or those with emerging special educational needs and/or disabilities, better opportunities and richer experiences.

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Inclusion Strong standard

Partnerships with professionals are well established to provide continuity for children with barriers to their learning. The childminder proactively seeks funding and grants to enhance provision further and provide specific adaptations to meet children's individual needs, where appropriate. She collaborates closely with parents, sharing information so they can work collaboratively to support children's progress and review any changes to their personalised plans.

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Inclusion Strong standard

Consequently, all children flourish in this setting as a result of the one-to-one teaching and precise learning delivered by the well-trained childminder. She monitors and checks progress rigorously and shares achievements, even the smallest of steps, daily with parents. The childminder has used research well to develop a nurturing home-from-home environment that celebrates children's individuality and encourages the children to share their lives, families and cultural celebrations with others.

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Leadership and governance Strong standard

The childminder has highly effective partnerships with parents. She builds warm and trusting relationships with families and keeps them fully informed about their children's ongoing progress and daily achievements. The childminder shares helpful ideas and information to support children's learning at home. Feedback from parents is extremely positive. They are incredibly complimentary of the childminder and report how their children talk about what they are learning about at home.

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Leadership and governance Strong standard

The childminder continues to reflect on and evaluate her setting to ensure children have the very best experiences. Since the last inspection, the childminder has made adaptations to the environment to ensure children remain engaged and experience awe and wonder. The childminder aims to deepen children's knowledge of science and explore ways to teach them how to look after the world they live in.

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Leadership and governance Strong standard

The childminder leads safeguarding training and professional support for colleagues in the area. She implements ideas gained from training and research to further support children's learning and continually improve their outcomes. As a member of the early excellence hub, she is kept up to date with any changes or developments in the early years. She is committed to gaining more knowledge and sharing her skills with the local authority and other professionals.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children arrive to a welcoming, calm and well-organised home, where they feel safe, valued and ready to learn. They are greeted warmly and settle quickly because relationships are trusting and highly nurturing. The childminder creates an inspiring, child-friendly environment that ignites children's curiosity. They are happy and clearly enjoy their time in the childminder's care and confidently explore. The childminder responds to the children's individual needs with patience and respect . This creates a positive atmosphere, where children are confident, happy and eager to explore.

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Inspector:

Sandra Hamilton Clear and consistent routines guide the day and help children to feel secure and motivated to learn. They consistently show kindness, behave well and share. They select what they would like to do and remain purposefully engaged in activities. They experiment with sensory materials and show developing problem-solving skills as they investigate with a variety of tools and resources. The childminder joins in children's play, extending their learning and understanding. Children confidently recall prior learning and real-life experiences, such as nature walks and cultural celebrations. Books and storytelling spark curiosity and rich conversation. The childminder skilfully promotes communication, early mathematics and problem-solving through everyday play, with children encouraged to explore, ask questions and share ideas. Effective questioning and well-planned trips extend vocabulary and knowledge.

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Inspector:

Mealtimes and tidy-up times are used as purposeful learning opportunities, building independence, confidence and social skills. Parents describe the childminder as extremely dedicated and are complimentary of the care she provides for their children. The childminder talks to children in a calm and respectful manner, consistently modelling kindness and consideration. Consequently, children learn how to be polite and kind to each other. All children in this inclusive setting are very well prepared for their next stage of learning and further transitions into school.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of any disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing, they may care for in the future.

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About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

6 Salcombe Drive Liverpool Merseyside L25 0LZ

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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